Flying
After a five year absence, flying finally made its way back to the school this year. Not in the form of quidditch just yet, but in the form of a flying lesson lead once again by Professor Tanner. Hopefully the students planning on attending this lesson made sure to dress warm. That cold air could be unforgiving when flying on a crisp February morning.
As students approached the stadium, they were met with a sign that said, "First year flying lesson inside the stadium, personal brooms not allowed by school rules". If any student older than a first year was planning on attending this lesson, they were out of luck. Once all the greetings were out of the way and everyone had selected a school broom to use, it was down to business. Basic business that is. "Up" was the command. Getting the broom to rise into their hand was something everyone seemed to be able to do except for one little boy, Gryffindor, Tenacius Salander. Rumor has it that the boy was heard threatening to put the broom out of work if it didn't cooperate, something the broom obviously did not appreciate as evidenced by the way it slapped the boy on the wrist with its wooden handle. Next were instructions on how to mount the broom followed by some hovering. Something else little Tenacius, who this time was thrown to the ground by his broom, seemed to be having a hard time with. Was this boy trying to get a trip to the healer out of this lesson? Then there were students like Slytherin, Ariadne Greingoth who seemed to pick up on this flying business in no time. She zoomed through the obstacle courses like she had been born with a broom in her hands. Maybe that little Gryffindor should buddy up with her to learn how to handle that broom of his.
Just as most of the students were really starting to get this flying thing figured out, Professor Tanner blew her whistle to signal the end of the class. As it turns out, this was the only flying lesson held this term. The professor did inform the students that the practice pitch would be open for anyone who wanted to practice though, which only leaves one to wonder. Will there be more flying next term, and when will quidditch return?
As students approached the stadium, they were met with a sign that said, "First year flying lesson inside the stadium, personal brooms not allowed by school rules". If any student older than a first year was planning on attending this lesson, they were out of luck. Once all the greetings were out of the way and everyone had selected a school broom to use, it was down to business. Basic business that is. "Up" was the command. Getting the broom to rise into their hand was something everyone seemed to be able to do except for one little boy, Gryffindor, Tenacius Salander. Rumor has it that the boy was heard threatening to put the broom out of work if it didn't cooperate, something the broom obviously did not appreciate as evidenced by the way it slapped the boy on the wrist with its wooden handle. Next were instructions on how to mount the broom followed by some hovering. Something else little Tenacius, who this time was thrown to the ground by his broom, seemed to be having a hard time with. Was this boy trying to get a trip to the healer out of this lesson? Then there were students like Slytherin, Ariadne Greingoth who seemed to pick up on this flying business in no time. She zoomed through the obstacle courses like she had been born with a broom in her hands. Maybe that little Gryffindor should buddy up with her to learn how to handle that broom of his.
Just as most of the students were really starting to get this flying thing figured out, Professor Tanner blew her whistle to signal the end of the class. As it turns out, this was the only flying lesson held this term. The professor did inform the students that the practice pitch would be open for anyone who wanted to practice though, which only leaves one to wonder. Will there be more flying next term, and when will quidditch return?
Herbology
The sun was gone and winter was upon the castle when the students of Hogwarts took reprieve from the bitter cold in the first Herbology lesson of the year. While outside of the greenhouse, November was nipping at their noses, the greenhouse was set up with many young trees by Professor Myers. After everyone had huddled inside, he presented the lesson: grafting. He went on to explain that grafting is the practice of taking tissues from one plant and putting them in another. Hybrid plants, mutant plants. He introduced the class to the different kinds of grafting and challenged them all to pick two trees-- one legume and one anti-pollutant. With their trees chosen, the legumes were cut as rootstocks (the base of the new plant) and the anti-pollutant was fit on top of those roots. Myers taught the class the spell Jungo Arborem and the trees morphed together into one hybrid plant. Some students managed through these steps with relative ease; others....not so much.
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Then with their plants all mutated together Myers posed the moral question- is it right to graft plants together, forcing a mutation not made by nature? The class was divided but left with no straight answer. Perhaps that was the point. There is no right answer.
The next, and final, lesson of the term was a joint field trip with Astronomy and Muggle Studies. The mass of students filled into the Astronomy classroom where two tents labelled 'boys' and 'girls' waited. The three professors, dressed alike, asked the students to change into jumpsuits (after a minor flying weasel incident). When they all were ready, Flamsteed asked the students about how humans negatively effect the environment. Students, sadly, offered up a plethora of ways humans stink, AHEM, influence their environments negatively. On the cheery note, all of the students grabbed a portkey AND THEY WERE OFF on their field trip adventure. Well, most students.
Their destination was not fun. The place they happened upon was like a post-apocalyptic wasteland. Cool in theory. Terrible in reality. The soil was ruined, the land was practically a desert and there is nothing, NO SIGNS OF LIFE ANYWHERE. Can we panic now? The students were quickly put to work making this no man's land a lush paradise. With the trees they had grafted in the previous lesson, the students were sent out to analyse soil, plant the trees and, FINALLY, plant some cabbage. By the end of the field trip, the most depressing one ever, the students had managed with minor complaining to get the land looking less pathetic. With a whoosh, the students portkeyed back to the Astronomy tower and were promptly dismissed. THUS ENDING THE APOCALYPSE. Or, more likely, Herbology for the term.
The next, and final, lesson of the term was a joint field trip with Astronomy and Muggle Studies. The mass of students filled into the Astronomy classroom where two tents labelled 'boys' and 'girls' waited. The three professors, dressed alike, asked the students to change into jumpsuits (after a minor flying weasel incident). When they all were ready, Flamsteed asked the students about how humans negatively effect the environment. Students, sadly, offered up a plethora of ways humans stink, AHEM, influence their environments negatively. On the cheery note, all of the students grabbed a portkey AND THEY WERE OFF on their field trip adventure. Well, most students.
Their destination was not fun. The place they happened upon was like a post-apocalyptic wasteland. Cool in theory. Terrible in reality. The soil was ruined, the land was practically a desert and there is nothing, NO SIGNS OF LIFE ANYWHERE. Can we panic now? The students were quickly put to work making this no man's land a lush paradise. With the trees they had grafted in the previous lesson, the students were sent out to analyse soil, plant the trees and, FINALLY, plant some cabbage. By the end of the field trip, the most depressing one ever, the students had managed with minor complaining to get the land looking less pathetic. With a whoosh, the students portkeyed back to the Astronomy tower and were promptly dismissed. THUS ENDING THE APOCALYPSE. Or, more likely, Herbology for the term.
History of Magic
History of Magic: an area of required magical learning synonymous with all things "tedious" and "repetitive". However, while considering a subject as crucial as this one truly is to our society, one must delve past the oftentimes unvarying nature of the source material to reap the significance within. After all, most historians could tell you, our past, present, and future as a worldwide magical community is steeped in our history. And those who remain ignorant to the events and circumstances that have shaped us are bound to repeat our greatest mistakes. Enter Professor Ansley Finch, stage right.
Seeing as he was being asked to take over these particular lessons from a spectral being who's been around for centuries upon centuries, I think it's safe to offer our sincerest congratulations. It was surely no simple task, yet Professor Finch exceeded expectations with dignity and grace. Not only was he a darling among newcomers, but he also planned some pretty exciting, thought-provoking lessons, as well. Continue reading as we recap Finch's greatest hits of the term. |
Our first recalled lesson dealt in one of the more mystical aspects of the Hogwarts castle: the portraits. Seeming to contain the personalities and spirit of those in which they depict, these portraits have long since been scattered throughout the school's halls, offering their guidance (and attitude) to wayward students. Considering the mystique surrounding the portrait process, it was pretty much guaranteed that this lesson was going to be an insightful one. So, it was first asked who among the group had held conversations (or had endured other types of interactions) with these enigmas. Because everyone's individual experience was bound to be different, it was surely no surprise that the answers varied. Ravenclaw Third Year Rooney Bronwyn, regaled the class with tales of twin paintings and promised companion paintings, while Slytherin Fourth Year Oliver Kyle admitted to tuning certain portraits out. Without having warring opinions, the excitement of speaking to these mysterious objects was understandable. But it was also understood that too much chatter could be an annoyance! Ahem, moving onto the next phase of the lesson, it was time for those who had yet to experience this phenomenon to finally get their chance! Students were given the option of working in groups or individually as they questioned certain portraits about their lives, and what exactly they'd accomplished during said life that had garnered them a portrait. It was truly no surprise that many chose to team up for this class effort, save for a select few. It was also quickly learned, through the folly of a Slytherin student, that these portraits did NOT appreciate the lack of manners. Thanks, Dante Barrington. After everyone had gotten their turn with their desired portrait, the lesson capped off with a short written essay detailing what they'd learned.
Moving along, our second (and last) highlighted lesson that truly brought oomph back to History of Magic this year (and also had our blood pumping from both excitement and adrenaline!) had much to do with the darker parts of Wizarding yesteryears. WARS....or to be more diplomatic with our wording: battles and rebellions. The most famous of all these being the First and Second Wizarding Wars (and namely the Battle of Hogwarts), due to the involvement of the dark wizard, Lord Voldemort. It is this one scribe's opinion that we can thank better kept records in later years for these particular battles having maintained their infamy, especially since they were the most named among this student pool. Another honorable mention this lesson was the Goblin Rebellion of 1612. The goblins remember! After additional discussion about what ultimately caused these wars, who's answers ranged from minor disagreements and power struggles to theological disputes, Professor Finch announced that they were going to be moving the party outdoors. And this was where the real fun began! Naturally divided by house, an all out paint war soon commenced! The idea was to implement strategy as some point, but with the promise of making a mess and slinging part of their classmates, everyone (and we do mean everyone. Professor Finch?) simply began partaking in the free-for-all. Towards the end of it, of course, no winner was announced and that was a rather poignant message in and of itself. War means no one wins!
Moving along, our second (and last) highlighted lesson that truly brought oomph back to History of Magic this year (and also had our blood pumping from both excitement and adrenaline!) had much to do with the darker parts of Wizarding yesteryears. WARS....or to be more diplomatic with our wording: battles and rebellions. The most famous of all these being the First and Second Wizarding Wars (and namely the Battle of Hogwarts), due to the involvement of the dark wizard, Lord Voldemort. It is this one scribe's opinion that we can thank better kept records in later years for these particular battles having maintained their infamy, especially since they were the most named among this student pool. Another honorable mention this lesson was the Goblin Rebellion of 1612. The goblins remember! After additional discussion about what ultimately caused these wars, who's answers ranged from minor disagreements and power struggles to theological disputes, Professor Finch announced that they were going to be moving the party outdoors. And this was where the real fun began! Naturally divided by house, an all out paint war soon commenced! The idea was to implement strategy as some point, but with the promise of making a mess and slinging part of their classmates, everyone (and we do mean everyone. Professor Finch?) simply began partaking in the free-for-all. Towards the end of it, of course, no winner was announced and that was a rather poignant message in and of itself. War means no one wins!
Muggle Studies
After three years as the Muggle Studies professor and one concurrent year as Hufflepuff's Head of House, Professor Meredith Moxley was promoted to the title of "Headmistress" for her fourth term at Hogwarts. Lucky for us students, she was not only going to be leading the fort, but she also kept her teaching position, giving us the best of both worlds. Affectionately nicknamed "The Moxinator" by her beloved fans, Moxley was now a popular topic of gossip as the student body wondered how this term with their new Headmistress would turn out and how her new leadership responsibilities might affect her classroom. Would the new responsibility go to her head? Would her rules become more strict and punishments more plentiful? Would she lose her cool and bubbly nature and instead strike fear in the hearts of her students? Or would this new reign mean her previous atmosphere of fun in the classroom would simply be extended to the other areas of school? Only time would tell.
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Only two months into the school year, it seemed evident there were still only good times to be had. The students were assured by this in one particular class at the beginning of November, in which they were instructed to wear old clothes that could get dirty, sufficiently piquing their interest as to what The Moxinator had in store for them. They entered the classroom that day to find it transformed into a run-down, barren city lot filled with all kinds of litter and worn automobile tires with a busted chain-link fence and a graffiti-covered brick wall around the perimeter really setting the eerie, somber sort of mood. Some students were unfazed by the setting, such as Gryffindor Tenacius Salander who tried to turn one of the old tires into what seemed to be a tire swing. Inventive, yes, but unfortunately Moxley had to urge him to settle down with his creative aspirations so they could get on with the lesson. To start it off, Moxley had everyone imagine that this was their living environment and asked them to describe how they would feel living in a place that had an area like this. Many described a feeling of danger or a lack of safety, while others like Ravenclaw Kitty Valentine noted that it made her feel entirely out of place and how unhealthy of a living environment it was. It was then that Moxley hit the students hard with a dose of reality: this was a fairly common setting in many cities, and she urged them to realize that there was hope even for a barren lot like this and that all it took was for them to realize they could make a difference in the world for positive changes to happen. The Moxinator: advocate of volunteer work and changing the world for the better, one abandoned lot at a time. True to her message for the lesson, she had the students spruce up the lot and bring life back to it through cleaning the trash, removing the graffiti, adding flowering plants with the help of Professor Myers, and any other creative methods they could bring to the table. All in all, the lesson was a swimming success, and the students left not only with a beautified lot for them to use as a new hang out for the rest of the term, but also feelings of satisfaction and camaraderie through lending a helping hand and working together to make a difference.
In March, the students were treated to another very special lesson, although this time it was a combined one: Professors Flamsteed, Myers, and Moxley all joined forces to bring their students a lesson in Astronomy, Herbology, and Muggle Studies all in one! The students met up in the Astronomy classroom to find all three professors donning blue NASA jumpsuits with a box of plenty matching uniforms to go around for the students. Once everyone was suited up (and after a brief debacle with Ravenclaws Hadley Denaker and Rachel Watson regarding some mysterious flying weasels), Professor Flamsteed was the one to explain that they would be embarking on a class trip to do some field work with terraforming, the process of transforming a hostile environment into one suitable for human life. The class used a portkey to transport themselves to an area declared inhabitable by Muggles: a true barren wasteland, a desert with nothing to be seen in any direction for miles around them, the ground beneath their feet cracked and dry, so much so that it was hardly even classifiable as soil at all. The students' task, similar to Moxley's November lesson, was to restore the desolate area into a more habitable, healthy environment through determining which nutrients different parts of the terrain were missing and ensuring that the land's nutrient and hydration needs were met in ways such as planting grafted trees and cabbage to breathe life into the environment. True to Moxley's sentiments on volunteering and changing the world, the students were able to make quite spectacular progress in restoring the land, and they returned to Hogwarts with a sense of pride in their work and rejuvenated companionship with one another. There was no doubt that Moxley really knew what she was talking about with her sentiments on volunteer work bringing people together!
Though there had been some worry at the start of the term toward Moxley's new Headmistress status affecting her classroom teaching styles, she proved to us all that our lives are in good hands with her in charge, and if anything, her leadership position further empowered her to reach out to her students and inspire them to be better people on a grander scale than ever before. The title sure looks good on you, Moxinator. Thanks for a great term and for pushing us to be be the best versions of ourselves every single day!
In March, the students were treated to another very special lesson, although this time it was a combined one: Professors Flamsteed, Myers, and Moxley all joined forces to bring their students a lesson in Astronomy, Herbology, and Muggle Studies all in one! The students met up in the Astronomy classroom to find all three professors donning blue NASA jumpsuits with a box of plenty matching uniforms to go around for the students. Once everyone was suited up (and after a brief debacle with Ravenclaws Hadley Denaker and Rachel Watson regarding some mysterious flying weasels), Professor Flamsteed was the one to explain that they would be embarking on a class trip to do some field work with terraforming, the process of transforming a hostile environment into one suitable for human life. The class used a portkey to transport themselves to an area declared inhabitable by Muggles: a true barren wasteland, a desert with nothing to be seen in any direction for miles around them, the ground beneath their feet cracked and dry, so much so that it was hardly even classifiable as soil at all. The students' task, similar to Moxley's November lesson, was to restore the desolate area into a more habitable, healthy environment through determining which nutrients different parts of the terrain were missing and ensuring that the land's nutrient and hydration needs were met in ways such as planting grafted trees and cabbage to breathe life into the environment. True to Moxley's sentiments on volunteering and changing the world, the students were able to make quite spectacular progress in restoring the land, and they returned to Hogwarts with a sense of pride in their work and rejuvenated companionship with one another. There was no doubt that Moxley really knew what she was talking about with her sentiments on volunteer work bringing people together!
Though there had been some worry at the start of the term toward Moxley's new Headmistress status affecting her classroom teaching styles, she proved to us all that our lives are in good hands with her in charge, and if anything, her leadership position further empowered her to reach out to her students and inspire them to be better people on a grander scale than ever before. The title sure looks good on you, Moxinator. Thanks for a great term and for pushing us to be be the best versions of ourselves every single day!
Potions
Professor Arthur Newton’s first term was certainly an eventful one. Having left his previous position teaching chemistry at a muggle school, the seasoned potioneer returned to his magical forte and lent his knowledge to the young witches and wizards of Hogwarts. Eccentric, kind, and keen on helping his students excel, Newton had no problem fitting in and in true Hogwarts fashion, found himself dealing with the mishaps and mayhem the school is known for.
The first lesson of the term found students partnering up, and if they were lucky, with someone they trusted. Each pair took turns brewing the antidote to common poisons while their partner suffered from an elixir of Newton’s making that mimicked the effects of such a poison. The antidote is an easy enough potion to brew so even the younger students were expected to have a good go of it, though that’s not exactly how things turned out. No matter how meticulous the antidote brewers were, none of their potions worked on their partners, who were suffering from the elixir and causing quite the scene. |
Dizzy spells, silliness, and some students getting sick were only the tip of the iceberg as the new professor puzzled over what might be wrong with the potion combo he’d tested himself countless times. And then he discovered that someone or something had gone and tampered with the standard ingredient, causing all the antidotes to fail! The quick thinking potioneer distributed an antidote he’d previously brewed, and to his relief, cured the ailing students. Still, it was a heck of a way to start off the term.
Professor Newton’s next lesson went a lot smoother than the first. Each student was instructed to bring their pet with them to class, a welcome surprise to many, and one leaving curious minds to wonder just what they might be brewing. They wouldn’t have to wonder for long, though. Each student would be responsible for brewing the Animal Whisperer Potion, one that allows you to understand what your pet is thinking if done correctly. Like all potions, sometimes this one didn’t always go to plan but a stronger connection with ones pet was expected to occur and to help them with their success, Newton brewed the potion with them, talking it through it as he did. A precaution after last class, perhaps? One would think so. Luckily, no tampered ingredients were found this time around, allowing the lesson to finish without any trouble. Way to finish strong, Professor N.
Professor Newton’s next lesson went a lot smoother than the first. Each student was instructed to bring their pet with them to class, a welcome surprise to many, and one leaving curious minds to wonder just what they might be brewing. They wouldn’t have to wonder for long, though. Each student would be responsible for brewing the Animal Whisperer Potion, one that allows you to understand what your pet is thinking if done correctly. Like all potions, sometimes this one didn’t always go to plan but a stronger connection with ones pet was expected to occur and to help them with their success, Newton brewed the potion with them, talking it through it as he did. A precaution after last class, perhaps? One would think so. Luckily, no tampered ingredients were found this time around, allowing the lesson to finish without any trouble. Way to finish strong, Professor N.
Transfiguration
Transfiguration, for most, isn’t the best subject out there; a reasonable conclusion to be sure. That explains why in the last two terms, Hogwarts has gone through two different Transfiguration Professors. After the long reign of one Sophia Bellaire had ended and the sudden leave of Professor Baxter, one would think the Headmaster would opt to axe the subject while there was still a chance. No such luck as the new school year has seen the hiring of yet another Professor ready and rearing to take a crack at the subject; Professor Nana Ichihara.
I’d like to give a fair representation of the Professor’s first lesson but I wasn’t there so we’ll assume it started just as early as the one lesson I did attend which suggests the Professor has a thing for time and punctuality. Perhaps the most prudent thing would be to skip to the lesson I actually showed up for so that is where the article will officially begin. Entering the classroom, the students were immediately greeted by a collection of tapestries. |
As was uncovered later, paying attention would reveal a common factor among them all; the presence of a red fox. Creepy but fascinating. There wasn’t much time to question the display of the eerie creatures as Professor Ichihara dove right into it, explaining the lore behind the fox spirits, known in Japanese culture as ‘Kitsune’. As the students learned, these are malevolent spirits that create mischief on the behalf of their masters.
If this didn’t set the tone for the rest of the lesson, perhaps the question of the human soul and the creation of life through magic would. Second Year Mason Stevens might have captured it best when she said "Your spirit is your own representation of what it means to be alive. Your spirit is what makes you human.” But Ravenclaw First Year, Azura Kennedy took the cake with her suggestion that these fox spirits may just have been fabricated tales by women who’d lost their men to fairer beauties. In an uncanny bit of irony, the lesson was soon interrupted by grieving Gryffindor Second Year Charlotte Kettleburn who had lost her snails in the middle of a discussion concerning life. The Professor must have been in a forgiving mood and the lesson was continued, moving on to a more practical aspect; modelling clay. Students were instructed to make any shape of their choosing and sacrifice a bit of DNA in the form of tears, spit or hair. The shapes ranged anywhere from owls, snowmen and hedgehogs to a… plain ball. The icing on the proverbial cake came with the introduction of the spell that would bring their creations to life; Piertotum Locomotor Annexus. It just goes to show, with a little effort and a lot of bad luck, you can get a desk to be your familiar—just ask Mason!
It’s reported that at some other point, there was a joint lesson for Transfiguration that linked it to Care of Magical Creatures and Defense Against the Dark Arts. I can’t be sure this happened but I trust my source so we’ll go with what they say. From the sounds of it, the students gathered on the large grassy field by the barn and there might have been a large box that was temporarily covered. The lesson was going well by all accounts, speaking of muggle myths but this was quickly shot down with the question of magical transformations. The change from fish to dragon was most notably linked to Transfiguration and the possibility such an act could be carried out by a creature. In the event something of this magnitude should happen, the students have been led to believe this can be remedied with the Transfiguration spell ‘Reverto’. Other things probably happened in this lesson too but I only asked about the Transfiguration aspect so here’s to hoping whoever’s covering the other two will get everything else.
If this didn’t set the tone for the rest of the lesson, perhaps the question of the human soul and the creation of life through magic would. Second Year Mason Stevens might have captured it best when she said "Your spirit is your own representation of what it means to be alive. Your spirit is what makes you human.” But Ravenclaw First Year, Azura Kennedy took the cake with her suggestion that these fox spirits may just have been fabricated tales by women who’d lost their men to fairer beauties. In an uncanny bit of irony, the lesson was soon interrupted by grieving Gryffindor Second Year Charlotte Kettleburn who had lost her snails in the middle of a discussion concerning life. The Professor must have been in a forgiving mood and the lesson was continued, moving on to a more practical aspect; modelling clay. Students were instructed to make any shape of their choosing and sacrifice a bit of DNA in the form of tears, spit or hair. The shapes ranged anywhere from owls, snowmen and hedgehogs to a… plain ball. The icing on the proverbial cake came with the introduction of the spell that would bring their creations to life; Piertotum Locomotor Annexus. It just goes to show, with a little effort and a lot of bad luck, you can get a desk to be your familiar—just ask Mason!
It’s reported that at some other point, there was a joint lesson for Transfiguration that linked it to Care of Magical Creatures and Defense Against the Dark Arts. I can’t be sure this happened but I trust my source so we’ll go with what they say. From the sounds of it, the students gathered on the large grassy field by the barn and there might have been a large box that was temporarily covered. The lesson was going well by all accounts, speaking of muggle myths but this was quickly shot down with the question of magical transformations. The change from fish to dragon was most notably linked to Transfiguration and the possibility such an act could be carried out by a creature. In the event something of this magnitude should happen, the students have been led to believe this can be remedied with the Transfiguration spell ‘Reverto’. Other things probably happened in this lesson too but I only asked about the Transfiguration aspect so here’s to hoping whoever’s covering the other two will get everything else.